Teaching Emotions Mediate the Relationship between Organizational Justice and Teaching

Commitment (Go)

Methods

Participants

The participants of the study were 402 in-service teachers from 22 selected public

elementary schools. The participants were selected through purposive sampling on the basis that

they were employed on a permanent status in public elementary schools. Ages ranged from 23

to 64 years old with a mean age of 44.29 years (SD=8.44). Of the total participants, 367 (91.30

%) were female, 34 (8.50%) were male, and 1 (0.20%) did not indicate gender.

Procedure         

Permission was sought from the division superintendent and school principals.

Administration of the test was conducted in the participants’ school by three of our researchers.

All the participants gave their informed consent prior to their involvement in the study. The

selected sample was informed of the nature and purpose of the study as well as their right to

decline participation and withdraw from the study. There were assured of anonymity and strict

confidentiality. The participants were encouraged to ask questions for clarity to any aspect of the

study.

All questionnaires used in this study were completed in their original English form since

the participants use English as a second language and had all passed the licensure examination

for teachers with test items written in English. The procedure of the study followed proper

ethical guidelines as reviewed by the college’s ethics committee.

Measures
Organizational Justice

The teachers’ perception of fairness in school was assessed using Organizational Justice

Scale (OJS; Hoy, 2004). The OJS consists of 10 items that measure the degree to which school

operations are perceived as fair. The items (e.g. ‘Teachers are involved in decisions that affect

them.’) are rated on a 7-point Likert scale ranging from 1 (strongly disagree) to 7 (strongly

agree). High score obtained from the scale indicates positive perceptions about organizational

justice (Hoy & Tartar, 2004). Several studies have indicated the reliability and validity of OJS

(e.g. Demir, 2015; Tasdan & Yilmaz, 2008; Yilmaz, 2010). In this study, the Cronbach’s alpha

of the scale is 0.93.

Teaching Commitment

The psychological attachment of teachers to the teaching profession was assessed by

Organizational Commitment Scale (OCS; Porter et al., 1974). The OCS consists of 15 items

that measure employee’s commitment to support the goals of the organization and their

commitment to organizational membership. In this study, the two subscales of OCS, value

commitment was measured by 9 items (α= 0.88, e.g. ‘I find that my values and the school’s

values are very similar.’ ) while commitment to stay was measured by 6 items (composite rho=

0.68, e.g. ‘I feel very little loyalty to this school.’). Using seven point Likert scale, responses

range from 1 (strongly disagree ) to 7 (strongly agree). Strong commitment is determined by high

scores from item responses averaged across each subscale. The OCS was originally validated in

a series of studies (e.g. Mowday et al. 1979; Mowday et al. 1982) and its two-factor structure

was supported in factor analyses (Koh et al. 1995; Tetrick & Farkas 1988). Several studies have

indicated its reliability (e.g. Angle & Perry, 1981; Bercovich, 2017).

Teaching Emotions
 (to follow)

Data Analysis

Prior to the mediating analysis, the data were screened and estimation-maximization

technique of imputation was utilized to replace values that appear to be missing at random. To

examine the mediating role of teaching emotions in the relationship between organizational

justice and teaching commitment, several regression analyses were performed using MEDIATE

macros for SPSS (Hayes & Peacher 2012). The hypothesized model simultaneously tested the

influence of organizational justice on teaching commitment through teaching emotions. A

bootstrapping procedure for testing the indirect effects was also used. Because indirect effects

usually do not have normal sampling distributions (Preacher & Hayes, 2008), the indirect effects

of the mediators operating in serial was analyzed using the nonparametric bootstrapping

procedure based on 10,000 resamples (Hayes, 2012).